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The effectiveness of student tutors in the treatment of speech articulation problems in young school children

Published online by Cambridge University Press:  30 October 2015

James J. Jupp ,
Christine J. Svenson  and
K. Reed
James J. Jupp
Affiliation:
Macquarie University, NSW
Christine J. Svenson
Affiliation:
Department of Education, NSW
K. Reed
Affiliation:
Department of Education, NSW
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Abstract

This study investigated the effectiveness of well-adjusted and less well-adjusted fifth and sixth year level students used as tutors to treat the speech articulation problems of younger socio-economically deprived students. It was found that adjusted tutors were relatively more effective in reducing articulation problems. Both types of tutors were equally effective in promoting more positive attitudes towards “self”, “school” and “voice” in tutees. Both types of tutors were more positive about “self” and “school” following successful tutoring. These results suggest that some students may provide an efficient and effective resource for professionals in the treatment of functional articulation problems of other students.

Type
Research Article
Information
Queensland Journal of Guidance and Counselling , Volume 4 , November 1990 , pp. 79 - 91
Copyright
Copyright © The Author(s) 1990

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